Songul Dogan Ger: Developing Students’ Cultural Diversity Awareness and Intercultural Communicative Competence in English Classes
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2 Theoretical and Empirical Background
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2.1 Key Terms and Definitions
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2.1.4 Intercultural Communicative Competence (ICC)

2.1.4 Intercultural Communicative Competence (ICC)

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Intercultural communicative competence (ICC) and its components form the backbone of this study. ICC is broadly defined as the ability to communicate effectively and appropriately across cultural contexts (Bennett & Bennett, 2004, p. 149). In the context of language education, Byram (1997) describes ICC as enabling individuals to interact with speakers of other languages and cultures. Similarly, Byram and Fleming (1998) emphasise that an interculturally competent person has knowledge of one or more cultures and social identities and the ability to engage with unfamiliar contexts beyond their prior experience.

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This study focuses on the development of ICC within language learning, where it is often seen as an extension of communicative competence (Lázár, 2007). Reid (2015) argues that ICC is vital in English language education, as it enables learners to communicate effectively across cultures and helps reduce prejudice, misunderstanding, and discrimination. Barrett et al. (2014) similarly highlight that ICC fosters the ability to interpret and understand others’ values, beliefs, and practices. Liddicoat (2004) adds that ICC requires awareness of both one’s own and others’ cultural norms, strategies to navigate intercultural interaction, and reflective competence in language use.

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Byram’s (1997) framework identifies five key components of ICC: attitudes (openness and curiosity), knowledge of social groups and their products, skills of interpreting and relating, skills of discovery and interaction, and critical cultural awareness. These components, combined with foreign language communicative competence, provide a robust model for developing ICC in language education.

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As this case study, comprising six individual investigations, illustrates, a nuanced understanding of ICC is essential for analysing how learners engage with linguistic and cultural diversity. The following section explores ICC’s components in more depth but first clarifies how culture is understood within language education, given its foundational role in fostering intercultural competence.
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